St Andrews Playgroup has been a committee run charity since 1997. We are at the centre of a very supportive community, and we value the input from all our parents and families. We have a lovely modern setting with a large and well equipped garden.
St Andrews Playgroup
Who to contact
Where to go
- DA1 1RF
We have our own car park easily accessed from the main rd and our building has disabled access and toilets.
When is it on?
- When is childcare available
- Term Time Only
- Carescheme Age Range:
- 2 year(s), 6 month(s) to 5 year(s), 0 month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 09:30 12:30 Tuesday 09:30 12:30 Wednesday 09:00 12:30 Thursday 09:30 12:30 Friday 09:30 12:30
- Other Availability
- Term Time Only
- Table of costs
Table of costs Amount Cost Type £15 Per session
- ECD Type
- Offers pickups
- Cost details
- Contact provider for cost details
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Total vacancies
- Vacancies Details
- Progress is monitored through observations. If your child moves on to a new setting or school we share assessment reports.
- Places Range
Places Range Start Age End Age Places 0 5 30 5 8 30
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy range
Vacancy Range Start Age End Age Places 2 yrs 6 months 5
- Vacancy Information Last updated Date
- Sandpit, Arts And Crafts, Literacy and Numeracy, Computers / It, Messy Play Area, Toys/dolls, Dressing Up, Sign Language / Makaton, Kitchen, Bike, Car Parking, Songs, Play House, Slide, Stories, Water Play, Quiet Room, Games / Puzzles, Visits and Outings, Garden
- Other facilities information
- We have our own car park that is easily accessible from the main rd. Our hall is bright and modern with lovely toilet facilities including disabled. The new modern kitchen is great for providing our fresh snacks and drinks. We have a large garden with a playhouse, wicker house and many fabulous outdoor toys. There is also a decking area with a canopy for either very sunny days or rainy days so the garden is always open.
- Languages Spoken:
- Wheelchair Access
- Wheelchair access details
- Ramp at front door.
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 12/09/2007 Integrated Satisfactory 21/09/2011 Inspection (Early Years Register) Good 10/06/2014 Inspection (Early Years Register) Good 28/11/2018 Inspection (Early Years Register) Good
Special Needs Support
How does the setting identify children with additional needs or SEND?
The manager is also the SENCO and works very closely with all parents and staff. Our induction process gives us plenty of opportunities to discuss any concerns a parent has already identified. Practitioners will then work closely with parent and child providing planning for the child's individual need and interests. We also complete termly unique progress charts , tracking and unique stories along side their personal learning journeys. Through this graduated approach we plan ,do and review constantly and share information on progress daily and with parent meetings each term. Through this process and working closely with parents we are able to identify children with additional needs or SEND.
How will I be informed / consulted about the ways in which my child is being supported?
Practioners build close relationships with children and their families. Each child has a keyperon and a buddy keyperson and at the end of each session they are available for a chat and will tell you how your child's day has been. Termly individual parent meetings are held to go over progress and what is in place to help support your child. Any additional discussions about progress or concerns are held confidentially. The keyperson will be able to identify if extra support is needed and will implement this with a targeted or personalised support plan and the advice from the SENCO. Parents are consulted from the beginning and the plan is shared so that support is consistent and parents can be involved. The keyperson will provide individual planning and review progress termly if not before. All practioners will be aware of the strategies in place for individual children and will also be able to support. we have lots of experience with SEND strategies and support and effective practice will show that progress is being made and the gap is closing, through progress charts and tracking.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
Each child has unique interests and needs and their keyperson will recognise what they are through observations, progress checks and learning journey. They will have planning implemented especially for them with the EYFS as guidance. Targeted and personalised plans are put in place to give children the most appropriate foundation for progress. We also adapt the environment if we can, such as having clear access or special toys such as cause and effect for example.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
Parents /careers can talk to their child's keyperson/the SENCO or manager at any time. Contact,updates and information sharing can be on a daily basis . We will share how we will support your child and provide strategies to help at home. Targets are SMART to make sure they are achievable. We will also share any help groups,t raining and literature that is available to support you as a family. Our setting plans for the unique child, including the characteristics of effective learning. The SENCO liaises with outside agencies such as Speech Therapists to ensure recommendations are carried through. We use a range of visual support materials such as a daily timetable and emotions and we use Makaton. We provide a calm area supported by visual emotions. Children have key group time for 10 minutes at the end of session 3 times a week and a small group twice week. This can be adapted with support of SENCO to introduce a child for shorter times if needed.
What additional support does the setting provide for children with additional needs or SEND?
Our setting works at close working relationships between key persons, SENCO and parents. The SENCO monitors Children's views which are recorded and contribute to their learning journey. We complete and implement care plans when needed for administering medicines . We have a clear behaviour policy and procedure which is supported with visuals, Makaton and clear instruction teaching the impact behaviour has on others and reinforcing good behaviour. We signpost parents to support groups and children's centres.
How will the setting monitor my child's progress and how will I be involved in this?
Progress is monitored through observations,summative assessments and reviews of targeted and personalised plans. Parents are kept informed of progress regularly and each plan is explained and how parents can help and be involved. Tracking shows how progress is being made and there will be regular formal and informal opportunities to discuss progress.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
We hold regular reviews with parents and staff to ensure children with additional needs or SEND can be included in the same activities as other children. We evaluate the way planning is differentiated and adapt accordingly. We would research in advance if we were arranging an outing, risk assess and feedback afterwards.
How accessible is the building for children with mobility difficulties / wheelchair users?
We have an entrance ramp and a ramp into the garden. Doors are wide enough for a wheelchair and we have disabled toilet. The hall is large with wood flooring and we try to keep a clear way around the hall. The garden is artificial grass.
How will you support my child's transition to a new setting or school?
If your child moves on to a new setting or school we share summative assessment reports which incorporate information about the characteristics of effective learning and relevant paperwork,such as the progress check at two is passed on with consent. We provide activities such as school role play with uniform dress up and photo books and encourage school teacher visits to our setting. For children that have a targeted plan or extra support the SENCO will go to transition forum and arrange extra visits with the school. We will then share our strategies and good practice to ensure these are implemented in school for consistency.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
The SENCO attends regular SEN forums to keep up to date with information and to channel advice and opportunities for SEN specialist referral meetings. We hold regular staff meetings to discuss and assess effectiveness of SEN provision and we cascade training and workshop contents and evaluate it. We share annual questionnaires so parents can take part in the evaluation of our provision.
Who should I contact if I am considering registering for a place at the setting?
You can contact the setting by phone or email to come in and have look around with an informal chat. The manager or deputy will be able to answer any questions and provide you with an application form. Once the form is returned we will contact you to provide a visit date ,with your child, to meet the key person and fill out some paperwork. We will then arrange a start date .
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
We have an open door policy . There is a compliments and suggestions book for anyone who would like to contribute and you can also give feedback in our annual surveys. We have information on our setting website and the parent information table. Parents also have the opportunity to join our committee . We have a three stage complaints procedure/policy and a copy is on the parent notice board.